Students' Attitudes towards Computer-Mediated Audio Feedback
MetadataShow full item record
This paper reports from an ongoing study investigating students’ attitudes towards computer mediated audio feedback. There is adequate research evidence to support the notion that feedback affects student learning positively, yet students often express dissatisfaction on the timeliness and quality of feedback received on their academic assignments. Additionally surveys conducted at universities show that satisfaction with feedback is generally rated lower than other aspects of learning experiences (Tucker & Pegden, 2010). The study focuses on understanding students’ perceptions towards computer mediated audio feedback on assignments using Audacity software that allows lecturers to provide automated personalised audio feedback to students on their written assignments through electronic audio files. Literature on studies conducted to examine how students view audio feedback or use them effectively for advancing learning is scarce. In this project ‘effective feedback’ refers to information provided to students regarding their performance in assignments or assessments that are detailed and specific, and focuses on improving their learning.The paper reports on experiences from three units that employed the use of audacity in the feedback provided to students on assignments. Initial reports from a unit reported some adjustment challenges in student acceptance of the feedback format which decreased progressively over the 12 week semester. However, it was observed that the quality of students’ submission improved as the semester progressed. This could be attributed to feedback regarding past assessments being provided in a timely and concise manner, as each student received personalized feedback. Students demonstrated a clearer understanding of the learning outcomes and criteria for the assessments. In another unit, students responded positively to the use of audio feedback stating that it was value adding to their learning. It was also perceived that the notion of audio feedback is well intentioned and may assist in reducing the distance in the student –teacher relationship.
Showing items related by title, author, creator and subject.
Online Assessment System with Integrated Study (OASIS) to enhance the learning of Electrical Engineering students: an action research studySmaill, Christopher Raymond (2006)World-wide, there has been a large increase in tertiary student numbers, not entirely matched by funding increases. Consequently, instructors are faced with large, diverse classes, and find themselves struggling to provide ...
Exploring students’ experiences of using multimodal CMC tasks for English communication: A case with InstagramMuntaha, Muntaha; Chen, Julian ; Dobinson, Toni (2023)Employing multimodal computer-mediated communication (CMC) for online language learning and teaching has gained momentum worldwide due to the emergence of various digital modes, such as text, image, audio, and video, for ...
Self-regulation of learning and preference for written versus audio-recorded feedback by distance education studentsJohnson, Genevieve; Cooke, Audrey (2015)Teacher feedback is critically related to student learning. This study sought to determine the relationships between distance education (DE) student level of self-regulated learning (SRL) and their preference for ...